This research aims to identify the reality of librarian service in two
schools from the first cycle of basic education schools, and to
determine the degree of teacher usage for learning techniques
available in schools libraries, and to achieve the
se objects a
observation card and three questionnaires were prepared and they
were given to librarians, teachers, and a sample of students, and it
has been applied on two schools from the first cycle schools in
Damascus: Ibrahim Hanano and Al-Amal schools, and the number
of sample members were (156) member distributors as the
following: the librarian at both schools, (14) teachers and (140)
students.
The results showed that the reality of the school library is
inadequate in terms of physical environment and the available
collectibles, As for the librarian he is not a specialist in the field of
libraries but he practiced the required role requested from him to the
fullest.
The research aims at getting acquainted with how far pupils of the 5th and
6th grade, in the Basic Education, do read, and how often do they visit the
school library.
Within this framework, we tried to point out the factors having impact on
the v
olume of reading, starting with the family circumstances; the
parents’ work, their level of education and encouragement, and also the
school’s influence in as much as it contributes to the teacher, the director
or the book keeper in encouraging pupils to read.
An opinion poll has been conducted for this purpose on a sample of the
5th and 6th grades in the city of Damascus.
هدفت هذه الدراسة إلى بناء مجموعة من الكفايات اللازمة لأمين المكتبة المدرسـية.
كما هدفت إلى معرفة مدى أهمية هذه الكفايات من وجهة نظـر مـديري المـدارس.
أجريت الدراسة على عينة من المديرين في المدارس الحكومية في مديريـة التربيـة
والتعليم لمنطقة الزرقا
ء الأولى، و بلغ عدد أفراد العينة 96 مديرا و مديرة. و لأغـراض
هذه الدراسة تم إعداد استبانة اشتملت في صورتها النهائية على 40 كفاية وزعت على
ستة مجالات. استخدمت المتوسطات الحسابية و النسب المئوية و الانحراف المعيـاري
و اختبار (ت) لأغراض التحليل الإحصائي.